NEW MEXICO NORMAL UNIVERSITY

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New Mexico Normal University

at LAS VEGAS, NEW MEXICO

OF THE

UNIVERSITY of ILLINOIS.

J. NORMAL SCHOOL

2. GRADUATE SCHOOL

3. ACADEMIC SCHOOL

4. MANUAL TRAINING SCHOOL

1900

BOARD OF REGENTS

Hon. Frank Springer, President.

Hon. M. W. Browne, Sec'y-Treas. Hon. Chas. Ilfeld.

Rev. Geo. Selby.

Hon. A. B. Smith.

FACULTY

Edgar L. Hewett, President.

Pedagogy, Psychology, Social Sciences.

Richard H. Powell, Librarian, Literature and History.

Wilmatte Porter, Preceptress,

Biological Sciences and Training Work.

Inez D. Rice,

Physical Sciences and Mathematics.

*James Graham McNary,

Languages and Vocal Music.

W. L. Edwards,

Commercial Branches.

Wellington B. Givens,

Principal Training School.

Eleonore M. Hill,

Reading, Physical Culture and Training Work.

'I K. M. Chapman,

Art. Is Oscar A. Hanszen,

Manual Training and Industrial Drawing.

5Grace G. Dickinson,

Training Teacher, Grammar Grades.

% May G. Ingersoll,

Training Teacher, Primary Grades. ^Mabel Dalrymple,

Training Teacher, Kindergarten. Margaretta Murray McNary, Latin, Greek, German.

assistants. Virginia Hendren,

Spanish and Assistant in Model School. Emerson Atkins,

Assistant in Biology.

*In Germany on leave of absence.

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CALENDAR, 1900-1901

TERMS

First quarter, Oct. i — Dec. 31. Second quarter, Jan. 1 — March 31 Third quarter, April 1 — June 30. Fourth quarter, July 1 — Sept. 30.

YEARLY SCHEDULE

September 4, Model Schools Open.

October 1, Registration Day, Fall Term.

October 2, Class work begins.

November 22-23, Thanksgiving Recess.

December 22-31, Winter Vacation.

January 2, Winter Term begins.

February 22, Holiday.

March 23-31, Spring Vacation.

April 1, Spring Term begins.

May 30, Holiday.

June 14, Annual Literary Society Entertainment.

June 16, Baccalaureate Address.

June 17, Annual Field Day.

June 18, Class Day.

June 19, Music Festival — Grand Concert.

June 20, Commencement Day.

Music Festival — Oratorio.

July 1, Special Summer Term begins.

LIBRARY

OF THE

UNIVERSITY of ILLINOIS

New Mexico Normal University

HISTORY

Creation By an act of the Territorial Legislature of 1893, the New Mexico Normal School at Las Vegas was created. The proceeds of the special tax levied at that time for the erection of the building, with the addition of $10,000 appropriated by the legislature in 1895, and the sum of $10,700 advanced by the citizens of Las Vegas in 1898, were applied to the erection and equipment of the beautiful sandstone building now oc- cupied by the school.

Organization On Oct. 4, 1 897, the organization of the institution was begun by the election of the President. The next year was devoted to the making up of the faculty, the furnishing of the building, equip- ment of departments, and general preliminary opera- tions. At 8:30 a. m., Oct. 3, 1898, the institution was opened with ninety-two students enrolled, and after a brief opening exercise, class work was begun on the schedule previously announced. The first year's en- rollment reached one hundred and ninety-seven. Name and The 33d Legislative Assembly, in Feb- Scope ruary, 1899, extended the scope of the in-

stitution by creating it "The New Mexico Normal Uni- versity," and by directing that a Manual Training School, and Kindergarten Training School be estab- lished in connection with it. An appropriation of $19,300 was made for the purpose of reimbursing the

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citizens of Las Vegas for the amount advanced by them to complete the building, and an additional mil- lage tax was levied for maintenance. Dedication On the 4th of March, 1899, the building was completed and dedicated to the purpose for which it was created, in presence of the members of the Leg- islative Assembly and a large number of the leading citizens of New Mexico.

PLAN OF ORGANIZATION

In organizing the work of the New Mexico Normal University, the Board of Regents and President were guided by the various legislative acts pertaining to the institution and by the manifest needs of the people of New Mexico. Accordingly the plan of organization herein outlined was adopted and is now fully devel- oped, and in operation.

Schools The schools that make up the Normal Uni-

versity are: (1) The Normal School, with its ac- cessory schools which make up the training depart- ment; viz., the model schools, comprising the kinder- garten, primary and secondary grades, and the train- ing school, comprising similar grades. (2) The Graduate School. (3) The Academic School. (4) The Manual Training School.

Grade The institution is what its name implies.

It is a Normal School with courses of study above the grade of secondary schools and having affiliated with it other schools for academic and technical work. Courses of collegiate grade will be offered in no other subjects than those which properly come under the head of higher pedagogic training, and the only de- grees conferred will be pedagogic degrees. For the training of teachers for the. public schools and kinder- gartens, higher pedagogic education, general academic work and manual training, the institution will offer ex- cellent facilities. In every department this school is pledged to methods of work and standards of scholar- ship that are equivalent to those of the best institu- tions east and west.

THE NORMAL SCHOOL

Purpose The central purpose of the Normal Uni- versity is to educate teachers for the public school ser- vice. Hence the normal school proper is the central feature of the organization. The problems of ele- mentary and secondary education in New Mexico are unique in many respects. To deal with these prob- lems is the special province of the normal schools. Be- cause of the existence of these conditions, it has been found necessary, in fitting youth to assume the duties of the teacher, to impose a most comprehensive course of preparation. It is hoped that the coming state of New Mexico will fully appreciate these unusual con- ditions, and that the rewards of its teachers will be proportionately great. "The function of the state normal school is to educate teachers for the schools of the state. The state supports the public schools for the education of its children. It supports the normal school that its children may have better teachers."

Regular The detailed work of the normal is given in

Course subsequent pages. It is strictly profes-

sional. Students taking the course who are found de- ficient in general education will be required to take such preparatory work in the academic school as may be necessary to correct the deficiency.

The aim of the course is to give professional train- ing to students who possess the requisite natural quali- fications for the making of teachers, and who already possess the necessary general education to undertake the work of teaching. The student's work may be stated as follows:

By the study of biological and physical sciences, his- tory, literature, and mathematics, to gain power of clear and continuous thought, power of expression, cul- ture, broad grasp of scientific generalization, mental training necessary to grasp and apply educational prin- ciples.

By the study of art, to gain skill and versatility in expression, mental development and culture, under-

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standing of the influence of art in the development of character.

By the study of psychology and the social sciences, to gain an understanding of the phenomena and laws of mental and spiritual growth, the evolution of so- ciety, the development of the social mind, the nature and end of society.

By the study of pedagogy, to gain insight into the philosophy of education, knowledge of the history of educational theories and systems, educational ideals, grasp of educational values, clear understanding of educational forces.

By a year's course of observation and study in model schools, to become practically familiar with every de- tail of school organization and classification, the method of the recitation, and adaptation of material for instruction.

By a year's work in actual teaching in the training school, under the direction of expert critic and train- ing teachers, to immediately reduce to practical oper- ation the theoretical work of the pedagogic course, make practical test of educational theories and gain the personal power and professional spirit which come only from actual experience. It is the final test of fit- ness for the grave responsibilities of the teacher. Kindergar= All that has been said with reference to ten Course ^he regUiar normal course should be said of the kindergarten course.

Kindergartners need the same academic and profes- sional training as primary teachers, with particular stress in the pedagogic department upon the kinder- garten philosophy, and in the training department up- on kindergarten practice.

Special These courses are entirely elective. The

Courses a«m jg to afforj teachers in service, in va- cations and during intervals when not employed, an opportunity to take advantage of such work as will be of immediate value in the conduct of their schools ; and to afford parents an opportunity to take up at any time and for any length of time desired, the courses in physiology, psychology, child study, kindergarten,

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physical culture, literature and general culture work which touch so closely the home life. Quite a num- ber of mothers availed themselves of these courses dur- ing the past year. The study of life, and of physical, mental and moral culture, which is the vital part of a course designed for the training of a teacher, is also the ideal course for the mother, whose duties are prior to, and even more serious than those of the teacher.

Model Model Schools, comprising kindergarten,

Schools primary, grammar, and high school grades

are maintained in the Normal building. The life of the Normal School is centered in this department. It is an attempt to realize in a living organization, the high- est ideals of the world's great educators. The child- ren of the model schools are under the immediate care of the model teachers assisted by student-teachers, training teachers, and members of the Normal faculty. The work of model and training schools is under the supervision of the president of the Normal School. All students of the Normal School have access to the model schools for the study of methods, management, organization, classification, supervision, school hy- giene, course of study, and all phases of public school work, in which they are directed by the training teach- ers.

By arrangement with the Board of Education of East Las Vegas, students in training in the Normal School have access to certain grades of the public schools for the purpose of observation and study of general public school work.

Training By arrangement with the Boards of Edu- Schools cation of Las Vegas, the public schools of

the town are the training schools of the Normal. This school is under the immediate care of the principal of the training school and the grade teachers employed by the district. It is a complete, and, as nearly as possible, a model public school. Students in the Nor- mal School, after one year of professional training, including the work of the model school, and who have already attained to qualifications which considerably

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exceed those fixed by law for teachers in the public schools, become student-teachers in the training school, under the supervision of the principal and the train- ing teachers.

GRADUATE SCHOOL

There is a demand on the part of our most efficient teachers for training of a higher professional character than can be offered by the regular normal school course. To meet this demand is the function of the graduate school. It is designed not only to prepare grade teachers for work of a higher order, but also to meet the needs of critic teachers, high school teachers, prin- cipals, superintendents and specialists. The course leads to the degree of Master of Pedagogy, and con- sists of advanced professional courses in pedagogy, psychology, anthropology, social, biological and phys- ical sciences, mathematics, languages and literature, two years being the minimum time required to com- plete the course. This course, added to the two years normal course, is intended to furnish a four years' course of collegiate grade. Students are eligible for admission who have completed state normal school or college courses, or whose special training has been such as to enable them to do the work of the course success- fully.

ACADEMIC SCHOOL

Until efficient city and town high schools are develop- ed generally throughout the Territory,itis necessary for the higher institutions to maintain academic courses in order to give students the general education that is necessary as a preparation for teaching, or for any line of technical training, for higher university studies, and to afford, to those who will go no further than the high school course, a general preparation for life. Such is the purpose of the academic school. The require- ments for admission are fulfilled by a good grammar school preparation or its equivalent. Students may elect either of five courses, the Latin-Scientific, Classi- cal, English, Commercial or Manual Training. It is

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intended that any one of these courses shall furnish adequate preparation for the professional work of the Normal School; the first two for the A. B., Ph. B. and B. S. courses in the best American universities, and that cither shall be a good finishing course.

MANUAL TRAINING SCHOOL

Organization By an Act of the 33d General Assembly, the manual training school for the Territory of New Mexico was created as a branch of this institution. Pursuant to this Act the school is now organized. It is designed to carry out the provisions of the law creat- ing it, which reads as follows :

"To be carried out at Las Vegas, a school of manual training for the Territory of New Mexico, the object of which shall be to instruct pupils, and to train and qualify teachers to teach the use of hand and tools in the various useful arts of practical value to the people of the Territory.,,

The opening of the manual training school is a most significant step in the development of the educational system. It indicates that the great educational value of hand training, its use in the development of mind and character, is coming to be generally recognized. In order to extend the benefits of the manual training school as widely as possible, the manual training teach- er will willingly assist teachers and Boards in intro- ducing the work into the public schools of the Terri- tory.

Elementary The course carried on in the model school Course js tjie course designed for use in the gram-

mar grades of the public schools. It consists of draw- ing, clay modeling and Swedish Sloyd, including paste- board and thin wood work. It begins in the fifth grade and contemplates two hours' work each week through four years.

High School The requirements for admission and time Course £or completion of this course are the same

as for the academic courses. All language work of the academic school, except English, is. replaced in this

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course by the distinctive work of the manual training school. The student devotes about one-fourth of his school time for four years to educational hand work, including drawing, designing, turning, wood carving, sloyd, apparatus making and sheet metal work. The making of articles for use in the scientific, mathemati- cal and mechanical lines is a prominent feature of the course.

Teacher's This course is designed to prepare all Course teachers who graduate from the Normal

School, as well as others who may desire the special training, to instruct in manual training in all grades of elementary schools. It forms an essential part of the regular normal course, and requires four hours a week for one half year.

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COURSES OF STUDY

NORMAL COURSE (^Regular) FIRST YEAR.

Physiology — Psychology 4

General Biology 4

Mathematics 4

Art — Manual Training 4

Training Work (Common

Branches) 4

[[Biology (Laboratory) 2

X Training Work (Observation) . . 2

SECOND YEAR.

Pedagogy 4

Psychology — Sociology 4

English 4

Physical Science 4

Training Work (Teaching) 4

^Physical Science (Laboratory)... 2

^Training Work 2

NORMAL COURSE (tPost Graduate) FIRST YEAR.

Anthropology 3

Chemistry 3

Trigonometry — Analytics 3

Advanced Biology 3

Training Work (Child Study) .... 4

^Laboratory and Field Work 6

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SECOND YEAR.

Philosophy j

Geology 3

Literature 3

Advanced Psychology 3,

Training Work (Teaching) 4.

^Laboratory and Field Work 6

NORMAL COURSE (U Elementary) FIRST YEAR.

Arithmetic.

History and Literature.

Geography.

Penmanship.

Civil Government.

Composition and Grammar.

Spanish.

Manual Training.

SECOND YEAR,

Primary Psychology. Public School Science. Methods and Management. Public School Music. Public School Drawing. Reading and Physical Culture. School Law. Physiology.

*Leads to Degree of Bachelor of Pedagogy and Life Certificate. ("Leads to Degree of Master of Pedagogy. *Does not require preparation.

II For rural school teachers who are not ready to enter for the Life Certificate and Degree.

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MODEL AND TRAINING SCHOOL COURSE KINDERGARTEN (2 YEARS ).

Physical Culture Songs

Games Gift Work

Occupations Garden Work

Nature Study Stories

PRIMARY GRADES (4 YEARS ).

Reading Drawing

Number Work Languages

Physical Culture Nature Study

Literature Music

Kindergarten Work The first two years of the primary course are con- ducted as semi-kindergarten work.

GRAMMAR GRADES (4 YEARS ).

Reading Physical Culture

Arithmetic Language

Music Geography

Writing Manual Training

Drawing Elements of Algebra and Nature Study Geometry

The last two years of the grammar school are con- ducted on the same plan as high school work.

High School (4 years). See Academic Course.

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MODEL PROGRAM— LATIN-SCIENTIFIC COURSE FIRST YEAR.

Latin *5

Algebra 5

Physiography 4

English 4

t Physical Culture 2

t Penmanship 2

SECOND YEAR.

Latin 4

Plane Geometry 4

Biology 4

English 4

tLaboratory 2

tDrawing 2

THIRD YEAR.

Latin 4

Physiology — Psychology 4

Higher Algebra — Solid Geometry . 4

English 4

tLaboratory 2

tMusic 2

FOURTH YEAR.

Latin 4

Physics 4

Government — Sociology 4

English 4

tPhysical Culture 2

tLaboratory 2

*Numerals indicate number of recitations per week. + Periods not requiring preparation.

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^DEPARTMENTAL WORK EDUCATION EDGAR L. HEWETT.

History of In this study the pedagogic movements of Education ^ne civjiizeci races are surveyed. It intro- duces the teacher to the ideals and systems of the edu- cators and philosophers who have shaped educational theory and practice in past times. The chief types of ancient civilization — Egyptian, Persian, Chinese, Hin- doo, Hebrew, Greek and Roman are presented. This is followed by an examination of the systems of the leading educational reformers of mediaeval and mod- ern times. The aim of the course is to develop, in the light of the history of civilization, an insight into the meaning of the great historic movements, their in- fluence in shaping modern educational systems, and the development of the educational ideal.

Philosophy In this course the contributions of the of Education physic^ biological and social sciences, psychology, and the history of civilization, to pedagogy are utilized as a basis for a scientific theory of educa- tion. Educational aims, forces, methods and process- es are considered, educational laws and principles for- mulated, and the student prepared to realize his ideals in practice.

Educational This is a systematic study of the human Psychology mmci as material to be educated. It uses the data obtained in physiological psychology and child study pertaining to mental activity and develop- ment. The power and possibilities of the mind to be educated, the value of educational methods, the rela- tion of the various activities of childhood to ideal de- velopment of character, economy of mental effort, the

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training of the will, etc., are all within the scope of this subject. The different theories of association, atten- tion, interest, belief, emotion, and will are investigated.

Social This course considers the development of

Psychology tjie soc'l3\ mind, the reaction of the individ- ual mind upon the human environment, the develop- ment of the individual for life in society, the various laws and causes of social progress and finally, the evo- lution of personality. Spencer and Giddings are the principal authors used.

*Only normal and academic courses are here described. TRAINING WORK

General The work of this important department is

Pian carried on in the model school and the

training school. The president of the school has con- trol of the training work. The teaching force in the model school is made up of a regular training teacher for each room; a regular assistant who has charge when the training teacher is engaged in other duties; specialists from the faculty who give regular instruc- tion in reading and physical culture, vocal music, drawing, penmanship, nature study and manual train- ing ; heads of departments who supervise work in their lines and in some cases conduct classes of children. Every effort is put forth to make this a superior public school. The training school is patterned after the model school. The teaching force consists of the principal who has general control of the school; a room teacher for each grade room; student-teachers from the senior class of the normal school ; critic or training teachers who direct the details of the student- teacher's work, and heads of departments in the nor- mal school who act in an advisory capacity with the principal, training teachers and student teachers.

Kindergarten Students in training for kindergarten work take up as a part of their pedagogic work the history and philosophy of the kindergarten, mut- ter und kose lieder, theory and practice of the gifts and occupations; nature study, garden work, songs

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and games, physical culture for young children. This work is conducted by the kindergarten training teacher, assisted by the specialists of the normal school. Kindergartners must learn to live with the children. Only those who by nature have a great love for children are qualified to take this work. The kindergarten must combine the features of the ideal home and the ideal school.

Primary The primary teacher needs much kinder- garten training and much of the kindergarten spirit. The home ideal must pervade the primary school. A year's work in the model school and a year in the train- ing school will demonstrate whether or not the student- teacher has the natural qualifications to lead and inspire children. In addition to the accepted work of the primary school, it is expected that the kindergarten work adaptable to primary grades will be continued. Nature study, literature, art, music and physical cul- ture are the subjects on which stress is placed through- out the primary course with much outdoor and garden work. Besides the regular line of primary training work some special problems of primary education are taken up each year by the faculty and senior class for practical investigation. For the coming year, the special problems will be : "How to shorten the re- quired daily hours in the primary school and at the same time improve the present standard of mental and physical development," and "How to improve the present method of seating and equipping the primary schools, so as to secure greater comfort, healthfulness and physical development for the child."

Grammar The training work in the grammar school School jg desjgnec{ to touch all the accepted work

of those grades, with special emphasis en curriculum, subject matter, method of recitation, physical and moral conditions. Throughout the grammar school course, stress will be laid on reading, arithmetic, lan- guage work, geography, nature study, literature, his- tory, art, manual and physical training. Outdoor science work is a prominent feature throughout the

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course. For the coming year the question of: "Con- ducting seventh and eight grades on high school plan," will be practically tested, and also the question, "To what extent can the grammar school be made self gov- erning?"

BIOLOGICAL SCIENCES WILMATTE PORTER.

The work in this department includes botany, zo- ology, physiology and experimental psychology. In all phases of the subject the aim is the same.

Aim and i. To add to the general culture of the Method student through contemplation of the won-

derful problems of life.

2. To develop powers of observation, accuracy of expression and ability to form accurate judgments.

3. To lay a foundation for the scientific study of psychology, sociology, politics, history, literature and pedagogy.

Students are encouraged to get as much of their knowledge as is practical first hand, and for this pur- pose many of the afternoons are set aside for field ex- cursions, and more than half the hours for class work are spent in the laboratory.

The laboratory is fairly equipped with material for biological work. A collection of sea forms is fur- nished by the school for class dissection, and a series of slides has been prepared illustrating some of the important points in the minute anatomy of plants and animals. The laboratory contains several good mi- croscopes, an incubator, a microtome and a good line of reagents for histological work.

The departmental library contains some of the best reference books to be had upon the subject, and will be added to as fast as the funds of the school permit.

Botany and This work is considered as introductory to Zoology ^.jie work 0f the department, and is based upon Boyer's Biology. Bergen's Botany and Packard's Zoology are also used as text books. In botany studies of various types of Thalloprrytes, Bryophytes, Ptereri-

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dophytes and Spermatophytes are made in order that the student may acquire a knowledge of the evolution of life. In zoology, besides the type work, a careful study is made of the relations of flowers and their in- sect visitors.

Some time is spent upon the study of bacteria, and enough experiments are performed by the student to show the necessity for sterilization and disinfection.

Physiology Physiology is studied as a science and the student's previous training in biology is utilized to give him a just conception of the possibilities and powers of the human organism.

A careful dissection of a mammal is required in this course, and the students are expected to prepare for themselves slides showing the cell structure of the tis- sues studied. The course is designed as an introduc- tion to physiological psychology.

Two afternoons a month will be devoted to the dis- cussion of questions of hygiene, and reports upon ar- ticles from the hygiene journals will be read- at these meetings.

Experiment This course is intended to supplement the tal course in physiology, and will deal with the

syc o ogy reactj0n 0f fae nervous system upon the environment. In the subjective effort to understand the workings of the individual mind or in the objec- tive work in child study the psychology of the senses is of primary importance, and the greater part of this course will be devoted to the psychology of the senses.

PHYSICAL SCIENCES INEZ D. RICE.

In all the departments the aim is to lay a broad foun- dation upon which future work may rest firmly. Physiography includes the elements of all the sciences and hence is especially desirable at the beginning of a course in which the special sciences are later worked out more in detail. Geology is merely a history of the successive physiographic events throughout the ages,

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Coming after the course in physiography it synthesizes the detailed science work.

Physio- The work in physiography consists of la- graphy boratory, field and class-room work. Es-

pecial attention is given to the features of the region in which the school is situated — a region rich in phy- siographic forms. The course includes a general view of the earth as a member of the solar system. The main part of the course is devoted to a study of the land. Particular attention is given to the work of erosion, the mode of formation of rivers, mountains, plateaus, etc. The class room work suggests theories which are verified or disproved by the field work.

Physics The course in physics includes class-room

and laboratory work. Experiments are performed by the students themselves, and the fundamental princi- ples of mechanics, sound, light, heat, electricity and magnetism demonstrated individually by each mem- ber of the class.

The class-room work consists principally of an ap- plication of the principles thus established to practical problems.

Geology Geology is treated in its three principal phases: dynamical, structural, and historical geo- logy. It is assumed that the forces now at work on the earth have been at work for untold ages in the past. With this basis the history of the structure of the world from the beginning is traced. This region is an exceptional field for the study of the succession of strata.

MATHEMATICS INEZ D. RICE.

This department includes work in arithmetic, al- gebra, geometry and trigonometry.

Arithmetic The work embraces not only a thorough mastery of processes, but also the demonstration of all principles, application of principles to original prob- lems, practice in rapid computation and logical analy- sis. The subject is studied from the teachers' point

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of view, and can be successfully pursued by those who have previously mastered the fundamental processes.

Algebra The elementary course in algebra presup-

poses a thorough knowledge of arithmetic. This course runs through the year. Especial attention is given to factoring, solution of equations, problems, and the simpler processes of radicals and exponents. This course is offered in the Freshman year.

The advanced course is a rapid review of the ele- mentary course. Special attention is also given to quadratics, radicals and exponents, and systems of equations. This course is offered in the Junior year.

Geometry The work in geometry covers the work outlined by any standard text-book on the subject. Special attention is given to the demonstration of orig- inal propositions.

Trigo- An elementary course in trigonometry is

nometry offered during a half year. This is an optional course for advanced students.

Analytical An elementary course in analytical geome- Geometry try jg 0ffere(j during a half year. This is an optional course for advanced students.

ENGLISH RICHARD H. POWELL.

Aim The purpose of this department is three-

fold. The course aims in the first place to give a deep and real culture and refinement of intellect and spirit. In the second place it aims to give a clear knowledge of, and a definite acquaintance with, the best things in literature, and an understanding of the interrelation of history and literature. In the third place all work in the department aims to develop a clear and forcible English style of expression.

Method That these aims may be secured, there has

been selected as a basis of study the best pieces of lit- erature from all languages, but especially from the English. These selections are studied in the light of the history of the time and of the student's own ex-

24

perience. The student is urged to form the habit of bringing all his own original observations of physical and human nature to bear upon the interpretation of the work in hand. This habit of study has the double value of widening the student's conscious observations of his surroundings, and of deepening his understand- ing of his author. After a thorough study has been made of a work and its historical surroundings and significance, a carefully written paper on the subject is required from the student. In the lower classes, however, these papers are required daily during the development of the subject, and constitute the main part of the work.

Finally, when a student has completed the course, he is supposed to be able to bring to any literary work that he may wish to undertake, a mind used to literary habits, and a systematic method of literary study. He has really been introduced to real literature.

Courses Composition work consisting of daily themes based upon the mythologies and epics of the ancient Norse and Greeks.

Chronological selections from English literature from Shakespeare to the present time. (Only com- plete works are used in these selections). Studies in rhetoric and prose analysis. Composition work based upon the rhetoric and the literature.

Special study of a few representative authors, Wordsworth, Tennyson, Browning, Shakespeare and others. *

ELOCUTION AND PHYSICAL CULTURE ELEANORE M. HILL.

Purpose The purpose of this department is expres- sion, and the training is threefold — that of the mind, the body and voice. It includes work in elocution, oratory, physical culture, development of the speaking voice, public school reading and gymnastics. Elocution In the work in elocution and oratory, it and Oratory js t^e enc[eavor to cultivate the originality and preserve the individuality of the student. The work includes a study of thought, words, emphasis

25

and accent, and analysis of the masterpieces of litera- ture. Selected plays and scenes from Shakespeare are studied and produced.

Voice The work in voice culture includes breath-

ing, voice production, exercises for strengthening and modulating the voice, and for developing flexibility and smoothness. The voice is trained for endurance. Defects of speech may be overcome. Physical In the physical culture work, while exercises Culture £or strength and health are given, the main

object is the control of the body by the mind, the har- monious development of the whole body for expres- sion, as a servant of the will. A combination of sys- tems is used for development, preliminary to gesture work. The Delsarte system is taught, and a series of exercises especially arranged for public school use. Public This is said to be more poorly taught than

School any other branch of the general school

Peadira

v tg work in spite of its importance. The idea

method is used, and the child is led to see thought on the printed page rather than words. Especial atten- tion is given to primary methods.

ART

K. M. CHAPMAN.

Art as a mode of expression is effective only when it is spontaneous and unforced. Only when the power of observation is trained, can one's expression be free from uncertainty and hesitation.

Drawing Free hand drawing is first considered in this course as the most ready means of form expres- sion. Charcoal, the simplest medium in drawing, is first used, and later, pencil and brush can be handled with greater simplicity and consequent freedom. As each subject is taken up, its adaptability to blackboard work will be discussed.

The following outline will indicate the scope of the work in the normal and academic courses.

Charcoal Study of form from simple objects. De- velopment of light and shade .

26

Pencil Elements of perspective as its laws are dis-

covered in the use of simple models. Drawing of flowers, leaves and all forms used in nature study. Conventionalization of natural forms. Designing with use of natural forms as motives. Color Theory of color, illustrated by prism.

Geometric and leaf forms in flat tints for ease in man- ipulation of brush.

Water color studies of simple models and natural forms.

LANGUAGES

JAMES GRAHAM MCNARY.

Latin The student reads connected Latin from

the start and takes up grammar as he needs it in bis reading. The accuracy of his knowledge throughout the course is continually tested by prose composition.

The work comprises the following courses :

ist Year. Beginners. — Collar and Daniell's First Latin book and Via Latina.

2d Year. Caesar. — Gallic Wars, Books I, II, III and IV. Daily exercises in Latin composition. Em- phasis is placed upon the principles of indirect dis- course and of the subjunctive mood.

3d Year. Virgil.— The Aeneid, Books I, II, III, IV, V and VI. Special attention to sight reading, word analysis, poetic idioms, scansion as an aid in de- termining forms, and Roman mythology.

4th Year. Cicero. — First four orations on the Conspiracy of Cataline, and the orations on the Pardon of Marcellus and the Citizenship of Archias. Empha- sis on new idioms and translations into idiomatic Eng- lish.

Greek ist Year. Greek reader and grammar.

Stress laid on declensions, conjugations, accent and vocabulary. Double translation — English into Greek and Greek into English. Xenophon's Anabasis be- gun and prose composition.

2d Year. Anabasis continued, with prose compo- sition. Daily reviews in translation. Continued prac-

27

tice in sight reading. Selections from Herodotus. Greek literature.

3d Year. Illiad, Books I, n and in. Odyssey, Book IV. Xenophon's Memorabilia. A dialogue of Plato. Review of portions of Anabasis, grammar and composition.

German The aim of the instruction in German is to

enable the students to read easily modern German authors, to comprehend German when spoken, and to use oral as well as written German with facility in the simple forms of discourse.

Beginners. — The grammar of the language is taught. Conversation and dictation in German are employed.

Schiller. — Wilhelm Tell, and several ballads are read. Synopsis of these selections are written in Ger- man and various acts are epitomized orally.

Goethe. — Reading and epitomizing of representative works. Comparison between German and English. Historical and critical study of German history and literature.

Spanish Courses in these languages will be given as and classes are desired by sufficient numbers

of students. During the past year a course in elementary Spanish has been given. Here- after complete courses in Spanish are offered.

SOCIAL SCIENCES EDGAR L. HEWETT.

Much stress is laid upon this department because of its vital importance in connection with every course. A knowledge of the branches included therein is equal- ly essential to the teacher, the business man, the pro- fessional man. In fact as a general preparation for the duties of intelligent citizenship, no more useful course can be offered.

Sociology This course includes a survey of the ele- ments of social theory, the elements and structure of society, physical and psychical social processes, the elements of social laws and causes and the nature

28

and end of society. It should give a clear insight into the problems of society and prepare the student for har- monious life therein.

Government Includes a survey of the historical evolu- tion of government, its origin, growth, and the present status of the governments of the world. This is fol- lowed by a careful analysis of the government of the United States as outlined in the constitution. The aim is intelligent citizenship. The idea of citizenship, with its privileges and obligations is emphasized throughout the course.

Economics Includes a survey of the great economic movements of history. The history of banking, his- tory of tariff legislation, economic theories, economic values, industrial evolution, division of labor, con- ditions of progress, phases of progress, progress as a conversion of energy, the problems of exchange and distribution are among the subjects considered. The aim is an absolutely unprejudiced view of the great questions affecting human welfare and progress. General Includes a general survey of the history of

History the great civilizations of the world. The

research method is used. Masterpieces of historic fic- tion and epic poetry, and composition work based on the same form a prominent part of the course.

MUSIC

JAMES GRAHAM MCNARY.

It is intended to give all pupils a thorough knowledge of theory and practice upon a correct musical basis. Elementary This embraces terminology and notation, Course construction of the major, minor and

chromatic scales, transposition, sight reading and voice culture. The best systems of public school music are examined and the best musical-literature studied and discussed. Daily choral practice is given. Oratorio An oratorio society, comprising most of the best voices of the city of Las Vegas, has been or- ganized for the purpose of promoting higher musical education. The society is open to all students of the

29

school. The work consists of the study and rendition each year of at least one of the great masterpieces of classic music. For the year i898-'99, "The Creation," by Haydn, was studied and rendered. For 1900 "The Holy City," by Gaul was used.

MANUAL TRAINING

O. A. HANSZEN.

Aim Manual training work includes all exer-

cises that train the muscles and the mind to work in harmony. A student who has had a thorough course in manual training will acquire skill in the mechanical movements incidental to any kind of hand work. To impart that hand skill which prepares the youth to make a living, to cultivate eye and brain, to secure that physical, mental and moral culture which comes through trained observation and action, and love of work, are some of the aims of the manual training de- partment.

Drawing Drawing trains the eye, hand, and imagi- nation, cultivates habits of order, neatness, and close observation. It is a universal mode of expression and underlies all industrial art. The work in this course includes free hand and mechanical drawing. Free band Charcoal and pencil drawing from simple objects and then from groups,lettering, simple perspec- tive, water color, ornament, design, orthographic pro- jection of points, lines, plane surfaces, and solids, pen sketching.

Mechanical Instruction in the use of drawing instru- ments, lettering, orthographic projections, working drawings made to scale, line shading, shadows, iso- metrics, intersections of solids and development of sur- faces, perspective, architectural drawing. sioyd (A system of educational hand work) —

This work comprises a number of models in card- board, thin wood and thick wood. All the models are useful articles and become the property of the student. To instill a taste for and a love of labor in general, to inspire respect for rough, honest bodily work, to

30

train in habits of order, neatness, exactness, and close attention and to develop the physical powers of the child are some of the special aims of Sloyd. Modeling There is only one way to learn form and that is by creating it. Therefore clay modeling is per- fectly educational. By modeling a form in clay a vivid and lasting impression is made upon the mind through the touch, the muscular sense and the eye. The work includes modeling from single objects, scrolls, mould- ings and several designed panels. Wood This work follows the clay modeling and

Carving grows out of it. Many of the designs modeled in clay will be carved in oak or other hard wood. A number of simple carved models embracing the elements of carving will be made by each student and a number of pieces of original design will be re- quired. This work embodies the fine art side of man- ual training.

Wood Turn- ^n*s wor^ includes face plate and center ing and work, boring, external and internal chuck-

Joinery [ng^ polishing and simple designing, the

making of complex joints, such as mortise and tenon, mortise slip joint, dovetail, halved dovetail, and brace joints.

Metal The principles of soldering are acquired

Work and a number of sheet metal forms are

made in tin, iron, and copper. In this work the stu- dent's drawings of intersections of solids and develop- ment of surfaces are used and verified. Apparatus This work, embracing wood and metal Work work, includes the making of apparatus to

be used in the science laboratories; and geometrical solids for mathematical classes, such as pyramid, cone and frustrum, cylinder with grooves, cone in sections, etc.

BUSINESS

W. L. EDWARDS.

Book- The student upon entering the bookkeep-

keeping [ng department is given an outfit contain-

ing a series of various kinds of business papers with

31

accompanying instructions. These papers are em- ployed by him for the purpose of carrying on all the practical business operations and bookkeeping entries which are daily performed in regular business offices.

This series of business papers and instructions is divided into different groups, each group containing the business papers of a particular class or series of transactions pertaining to a distinctive business. Each group consists of a number of sheets secured together upon which is printed the necessary instructions, and between which are contained the business papers, vouchers and memoranda which furnish to the student the data from which he makes the proper entries and performs the necessary office work substantially as found in a regular business office.

The student has the opportunity of answering let- ters, making out, receiving and paying bills, making the bank deposits, drawing, issuing or receiving checks, notes, drafts and other business papers, and carrying out in detail all the necessary office practice incidental there to and called for by the transactions and exhibits wnich constitute this part of the course of instruction, The bookkeeping "text-book" has no place in any pari of the course save as a guide.

Type- We place this subject in the course, be-

writing lieving that a business education is not

complete without the ability to handle a typewriter rapidly and accurately. The all-finger method is taught.

Shorthand The Benn Pitman system of phonography is taught. It is the system used by nearly fifty per cent of the stenographers of the United States, and is known as the "American Sytem." The iatter part of the course is practically the same as that required in the business office.

Commercial The aim is to qualify the student to handle Arithmetic quickly, accurately and intelligently the problems which arise in every day business life. The course consists of a special study of percentage in all its applications; stocks and bonds, partnership settle- ments, etc.

32

An easy, rapid and legible style of writing shipancf without shade or flourish, and one that Rapid can be of most practical use is taught. One

Calculation ^atf \lour every day is given to drill in rap- id calculations, short methods of addition, interest, partnership settlement, etc.

Business ^ ver^ lar&e amount of correspondence is Corres- done by the student during his course, in

pondence which he learns model forms of business letters of every kind.

Commercial The aim is to impart that knowledge of Law laws governing commercial transactions

which is indispensable to every business man. The course includes a study of the laws governing all class- es of commercial papers, corporations, partnerships, etc.

GENERAL INFORMATION

Admission Students may enter at any time. No en- trance examinations are held. Students will be classi- fied on the basis of amount and character of previous work, this classification subject to change at any time. Students on entering should always bring such creden- tials as can be secured relating to their previous work. Physical A high standard of physical ability has Qualj- been fixed for graduation from the normal

and graduate courses. It is held that good health is more important in the teacher's profession than in almost any other. Consequently, no student will be considered a candidate for graduation from either of the courses mentioned if affected with any deformities that are unsightly or detrimental to the daily work of the teacher, serious defects of sight, hearing or speech, any transmissable disease, any ser- ious nervous or organic disorders. Diplomas The Normal Course leads to the Degree and of Bachelor of Pedagogy. The diploma

egre€ conferred is a Life Certificate to teach in

any of the public schools of New Mexico. The post- graduate course leads to the Degree of Master of Ped-

33

agogy. On completion of any academic course a Di- ploma is conferred showing which course of the academic school has been completed. Students will be graduated whenever they have obtained the requi- site number of credits (2952). Commencement exer- cises will be held only at the close of the spring term.

Employ- The Normal School exists for the purpose ment of 0f preparing teachers for the public schools. The state supports it for that purpose, con- sequently the institution is desirous of placing its grad- uates in positions where they can best serve the public school interests. They are trained with especial ref- erence to conditions in New Mexico. Boards of edu- cation are therefore invited to correspond with the president with reference to the selection of teachers for their schools. For the city and town schools, only graduates of the regular course, those who have earned the life diploma, will be recom- mended. For rural schools, students from the ele- mentary course will be recommended. The greatest care will be used in recommending teachers to school officers.

Building The building is of the Romanesque style of architecture, and is a genuine work of art. It is situated on an eminence in the center of the city of Las Vegas, easy of access from all directions, and surround- ed by perfect sanitary conditions. It is heated by steam, perfectly lighted and ventilated, furnished with electric lights and supplied with mountain water from the Agua Pura water works.

The total cost of the building will be about $50,000. It is unquestionably the finest school building in New Mexico, and perfectly adapted to the purpose for which it was designed.

Location The city of Las Vegas has a population of about 10,000. It is the leading commercial center in New Mexico. It is a thriving business place, situated at the eastern base of the Rocky Mountains, at an ele- vation of 6,398 feet. The foothills rise from the western side of the city. Only six miles away are the

34

famous Las Vegas Hot Springs, and an hour's drive brings one into some of the most beautiful mountain canons.

Of all the school and residence towns of the Rocky Mountain region, Las Vegas undoubtedly affords the most favorable conditions. As a place for study all the year round it could not be excelled. The winters are mild and pleasant, zero days and cloudy days be- ing rare. The summers are almost perfect. The nights are always cools and the heat of the day rarely touches 90 degrees.

Las Vegas is on the main line of the Atchison, To- peka & Santa Fe railroad. It is twelve hours by rail from Denver, fifteen hours from El Paso, thirty-nine hours from Chicago and forty-two from Los Angeles. The best of train service makes it easy of access from all directions.

Museum Ample room has been set aside for this purpose and every friend of the school is earnestly re- quested to contribute to this department. New Mex- ico is rich in geological, botanical and zoological ma- terial, as are all of the Rocky Mountain states. But in the lines of prehistoric interest, it stands alone ; the richest field on the continent. Large collections are annually leaving the Territory to be placed in eastern institutions. If centered in New Mexico, these would soon make one of the finest museums of anthropology in existence. In ornithology and archaeology the col- lections in the Normal University are already the best to be found in New Mexico.

Gymnasium Systematic gymnasium work is given throughout the year, and field athletics under careful training, is a permanent feature. The athletic inter- ests are under the general supervision of the physical director and the Athletic Association. All exercises that furnish wholesome and enjoyable physical recreation will be cultivated. An annual field-day contest is held. A well equipped gynasium is in process of development, and it is hoped that a permanent athletic field may be

35

secured soon. Foot ball, hand ball, basket ball, tennis and golf are prominent among the outdoor games.

Library The library has come to be an indispensable

department of an educational institution. It is a con- stant source of inspiration and culture to students and faculty. Each department is furnished with its own special library and the general reading room is being supplied as fast as funds will permit. It contains the best reference books on history, biology, science, an- thropology, sociology, poetry, fiction, psychology and philosophy. A good supply of the current magazines is furnished and nearly all the territorial newspapers are kept on file, through the courtesy of their pro- prietors.

Lectures As an educational feature that will be of great value to the school and to the community as well, the Normal University will bring on each year a num- ber of the greatest lecturers that can be secured. Dur- ing the past year the following prominent speakers were had : Gov. Alva Adams, Mr. Frederick Warde, Pres. Z. X. Snyder, Hon. F. X. Schoonmaker, Dr. By- ron W. King, and the poet, Joaquin Miller.

Literary The Platonian Literary Society includes Societies the members of the higher classes. It meets bi-monthly. A freshman society meets weekly. All students are expected to do literary work through- out the course. The reading, elocutionary, oratorical and dramatic work is all prepared under the training of the elocution teacher. Open meetings are given each term, and an annual entertainment is given. To cul- tivate the power of the voice and attain ease and pow- er in public speaking are the aims of the literary so- cieties.

Sessions The institution never closes. It is felt by the management that after the state has invested large sums of money in a public institution, it should not be closed, and yielding no return during any part of the year. Accordingly continuous sessions are held, and students may at all times find profitable courses of instructions in progress.

36

Moral and The school is absolutely free from denom- Spirituai inational or sectarian influence. The school accepts the almost universal theory that the chief end of education is moral character. Ac- cordingly the character-building aim is kept contin- ually in view. A high moral sense and a spiritual na- ture that is fully developed, are essential to the teach- er. To inspire youth to attain higher and nobler lives is the teacher's greatest work,

Government All government exists for the good of the governed. This conception of government is put in- to execution in the school. The aim is to develop in pupils the power of self-control, through which the individual comes into perfect obedience to the laws of man and God. The idea is to render discipline un- necessary.

The The Southwest is a monthly magazine, or-

4 'Southwest" ganized and conducted by the students. It is devoted to the educational interests of New Mex- ico and has already taken a worthy place in school journalism. The staff for the past year has been as follows : Gertrude A. Duhrsen, Editor-in-chief ; Nellie Stern, Literary Editor ; Esther McNair, Local Editor ; Edward McWenie, Athletic Editor ; Ada Springer and Helen Blake, Scientific Editors; Vashti Thomas, Ped- agogical Editor; Eva Springer, Exchange Editor; Charles Barker, Circulator; Pearle Rothgeb, Kinder- garten Editor; Clarence Browne, Business Manager. Expenses Table board in private families $3.50 to $5.00 per week. Room $5.00 to $10 per month.

Self boarding has been conducted satisfactorily by a number of students during the past year at $10 a month.

In any course in the normal, graduate, aca- demic, or manual training schools, the enrollment fee is $10 a year, or $3.35 a term. Incidental fees, principally library and laboratory expenses, amount to $5 a year or .55 a month. It is expected also that students will belong to a literary society and to the athletic association. Fees for these two purposes

37

amount to about .15 a month. The enrollment fee in any grade in the model school from first to eighth, in- clusive, is $1.00 a month; in the kindergarten $2 a month. There are no incidental fees. All fees are payable by the term in advance.

Text Students should bring all text books and

Books reference books that they own. All will

be needed. The necessary text books for class use can be bought of the various dealers in Las Vegas. Registration Students for the fall term should be on hand for registration and classification and for the purpose of making boarding arrangements by Regis- tration Day, October 1, 1900.

Address all inquiries to the President.

SPECIAL ANNOUNCEMENTS THE NEW MEXICO BIOLOGICAL STATION

T. D. A. Cockerell, Professor of Entomology, New Mexico Agricultural College, Director.

Wilmatte Porter, Professor of Biology, New Mexi- co Normal University, Assistant Director.

This institution was founded, without any definite organization, in Mesilla, N. M., in 1896. During the winter of i896-'97 Mr. C. H. T. Townsend occu- pied a room, working on Diptera. In the summer of 1897 Mr. and Mrs. E. O. Wooton spent a short time at the station collecting plants, and Mr. A. P. Morse, of Wellesley College, stopped off on his way to the Pacific coast to collect the Orthoptera of the vicinity. 'Six "Contributions from the New Mexico Biological Sta- tion," resulting from the work done at Mesilla, were published in the "Annals and Magazine of Natural History," 1896 and 1897.

After the summer of 1897, for various reasons, the station was temporarily suspended. Proposals to make it a department of the Agricultural College, while readily accepted by the regents of that institution, were opposed by members of the faculty, and in the inter- ests of harmony withdrawn. In 1898, however, it was

38

intended to hold a summer station at Albuquerque, with the co-operation of Pres. C. L. Herrick. The plans for the work had been carefully drawn up, and even published, when a local outbreak of smallpox made it undesirable to carry them out.

In the meanwhile, it appeared to the director of the station that it would be best, if possible, to establish it at a somewhat higher altitude than Mesilla or Albu- querque, so as to be in a relatively cool summer climate. Santa Fe was first thought of but Las Vegas was found to have greater advantages, especially in re- gard to the excellent facilities offered by the Normal University.

After consultation with Pres. Hewett and Miss Por- ter of the Normal University, it was agreed to estab- lish the station, during the summer of 1899, in the biological laboratory of the University. At the same time Miss Porter's co-operation was secured. Thus after some years of difficulty, the work began again under conditions which gave some liope of success. The following students were enrolled, and were dur- ing the summer mostly occupied with the biology of the native flowering plants :

Warren H. Rishel, (Mrs.) Elizabeth K. Rishel, Sarah L. Mize, (Mrs.) M. E. Garlick, Marion Win- ters, Nelle Stern, Minnie Holzman, Flora Beschle. Maie Sebben, Louisa Reed, Arnold Garlick.

It is intended to carry on the work of the station throughout the year at Las Vegas, and it is hoped that from the present small beginnings may arise an or- ganization which will possess some importance as a scientific center.

The regular summer session for 1900 will begin on the first day of June.

The objects of the station are, (1) original research, (2) the instruction of students in the methods of re- search. It is coming to be believed by many, that those who expect to teach science, should themselves be familiar with the methods of scientific investiga- tion ; hence it is suggested that the work of the biologi- cal station is of value to the teacher of the public

39

schools, no less than to the professed botanist or zo- ologist.

The work done in the station is accepted by the Nor- mal University, and credit given for it in the regular course. There are no fees for instruction; but there is a fee of $3.00 which goes to form a fund for the purchase of apparatus.

T. D. A. COCKERELL. Director.

UNIVERSITY EXTENSION

During the coming year the faculty will conduct university extension work wherever desired. Each course will consist of six lectures with required read- ing courses. Any town in the Territory may secure one or more of the courses offered by paying the trav- eling expenses of the lecturer. It is advised that ex- tension classes be formed, each with a local director. The courses of study desired may then be selected and the lecturer will meet with the class monthly. Besides the regular lecture work, reading courses will be laid out and class work directed. Class meetings during intervening weeks are advised, to be conducted by local leaders.

The following courses will be offered during the academic year 1 900-1 901 :

1. History of Civilization, (Mr. Hewett).

2. Sociology, (Mr. Hewett).

3. Anthropology, (Mr. Hewett).

4. Education, (Mr. Hewett).

5. Shakespeare and His Time, (Mr. Powell).

6. Tennyson and Browning, (Mr. Powell).

7. Public School Science, (Miss Porter).

THE CLIMATE OF LAS VEGAS

Dryness in the southwest is a fact generally well known. At the altitude of Las Vegas the air contains only about one-half as much moisture as that at sea- line, and even there it averages for the year less than cne-half the moisture it can contain (mean relative

40

humidity being about 45, and as low as 20 at times). The rainfall is about 18.25 inches a year, two-thirds occurring in the five warmest months. Rain in winter is practically unknown, all precipitation being as snow. The average total precipitation in the three winter months during ten years, at a point near this town, was 1.09 inches of water, all as snow. These statements show a dry winter and spring. November is also very dry, the greatest rainfall being at the season when wet can most easily be tolerated by invalids. The percent- age of sunshine is high, an average of three years showing 280 clear days, 60 partly cloudy or fair days and only 25 cloudy days, the chief cloudiness of the year occurring in July and August. (In California the greatest rainfall and cloudiness occur in midwin- ter.)

We are apt to have several cold, snowy winters in succession, with a brilliant sunshine, still air, and a maximum of public health ; then several very dry win- ters, with more wind and dust after February 1st, but these apparently, without detriment to visiting invalids or to residents.

In the colder winters at this altitude (6,500 feet) the thermometer will go below zero occasionally. In the hottest summers it may reach 90 degrees — rarely higher. The summers are very delightful, the air be- ing dry except during afternoon or night show- ers, and the nights always cool enough for blankets. The heat of day is chiefly from 11 a. m., to 4 p. m., and one step from the clear sun into the shade brings cool- ness at once. For any debility, for incipient Bright's disease, for the earlier stages of consumption, the cli- mate is remarkably beneficial.

One interesting fact is the infrequency with which the great transcontinental storms cross New Mexico; indeed, any severe storms are very rare ; tornadoes are utterly unknown, and, in Las Vegas the familiar pests of other much visited regions — the mosquito and the flea — do not exist, nor is there any malaria. The cli-

41

mate is typical of the Rocky Mountains — highly stimu- lating, and, on the other hand, in no way tropical.

FRANCIS H. ATKINS, S. B, M. D. Meteorological Observer, U. S. Weather Bureau; Member American Climatological Association.

42

CATALOG OF STUDENTS GRADUATES

1899.

Douglas, Mrs. Sallie H., Teacher in Public Schools, East Las Vegas, N. M.

Givens, Wellington B., Supt. Schools, Las Vegas,

Himes, Jessie M., Teacher Public School, Las Vegas, N. M.

Stoneroad, Elba D., Teacher Public School, Las Vegas, N. M.

Weltmer, Mrs. Ella C, Teacher in High School, San- ta Fe, N. M.

1900.

Beschle, Flora, East Las Vegas, N. M. Duhrsen, Gertrude A., Albuquerque, N. M. Holzman, Minnie, East Las Vegas, N. M. Mayers, Maggie M., Minneapolis, Minn. Tuttle, Carrie C., Painesville, Ohio.

REGISTER FOR JS99-J900

NAME.	ADDRESS.		COURSE,
Abramowsky, Eva,	East Las Vegas, N.	M.	Nor.
Atkins, Emerson,	East Las Vegas, N.	M.	Com.
Austen, Mrs. E. B.,	East Las Vegas, N.	M.	Art.
Angel, Francisco,	Las Vegas, N. M.		Acad.
Black, Tamzen,	Hebron, Ohio.		Com.
Burchell, Nellie,	East Las Vegas, N.	M.	Acad.
Barton, Mary,	East Las Vegas, N.	M.	Acad.
Brorien, Edna,	Buckland, Ohio.		Acad.
Blanton, Rose,	Portales, N. M.		Com.
Barker, Chas. B.,	Beulah, N. M.		Nor.
Barker, Mattie,	Beulah, N. M.		Nor.
Barker, Pearl,	Beulah, N. M.		Nor.
Blake, Helen,	Beulah, N. M.		Nor.
Blake, Alice,	Beulah, N. M.		Nor.
Beschle, Flora,	East Las Vegas, N,	. M.	Nor.
Boothe, Sarah,	East Las Vegas,' N,	. M.	Nor.
Biookfield, Floy,	Des Moines, Iowa.		Art.

43

REGISTER FOR J 8994900— Continued

Browne, Artless, Baca, Adolfo, Bucher, Maggie, J., Brewster, Carol, Bunker, Mrs. W. B., Burnett, Carrie, Barnes, Olive, Brown, Chas., Boucher, Cecil, Bradbury, Wm. H., Bell, Blanche, Baca, Felipe, Bryce, John Bernard, Fannie, Browne, Clarence, Brownton, Leighton, iiergmann, Laura, Bergmann, C. E. Benedict, Myron, Colman, Lillie, Connell, Alex., Connell, Lena, Crites, J. Earl, Crites, Lizzie, Cunningham, Chas. C, Cooper, Mary, Cordova, Chas. Curry, Jim, Coors, Henry, Clark, Herbert W., Curtis, Eliza, Oayot, Francis A., Clark, Lizzie B., Cochran, Norris E.$ Cullen, Bernard A., Chavez, Macario, Cooper, Kate, Oonness, Grace, Cordova, Estevan, Carruth, Elsie, Douglass, Sallie H., Danziger, Jeannette, Detterick, Hattie, Dillon, Mary, Duhrsen, Gertrude A., Dilts, Agnes, Devine, Richard, Duncan, J. S., Jr., Davis, Laura, Doering, Wm. J., Eitlegorge, Benj., Ellis, Helen M., Edwards, Helen,

East Las Vegas, N. M. Prep.

Las Vegas, N. M. Prep.

East Las Vegas, N. M. Nor.

Northampton, Mass. P. G.

East Las Vegas, N. M. Art.

East Las Vegas, N. M. Prep.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Art.

Topeka, Kans. Span.

East Las Vegas, N. M. Acad.

Las Vegas, N. M. Prep.

Las Vegas, N. M. Acad.

East Las Vegas, N. M. Acad.

San Francisco, Calif. Acad.

Santa Fe, N. M. Nor.

Santa Fe, N. M. Man. Tr.

East Las Vegas, N. M. Acad.

Las Vegas, N. M. Acad.

East Las Vegas, N. M. Man. Tr.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Man. Tr.

Rowe, N. M. Nor.

La Cueva, N. M. Man. Tr.

Espanola, N. M. Prep.

East Las Vegas, N. M. Acad.

Las Vegas, N. M. Nor.

Las Vegas, N. M. Com.

East Las Vegas, N. M. Nor.

East Las Vegas, N. M. Acad.

Chicago, 111. Acad.

Rociada, N. M. Prep.

Rowe, N. M. Com.

Kinsman, 111. Acad.

La Cueva, N. M. Prep.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. P. G.

Las Vegas, N. M. Nor.

East Las Vegas, N. M. Acad.

Salida, Colo. Nor.

Colorado Springs, Colo. Acad.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Com.

Franklin, La. Span.

East Las Vegas, N. M. Span.

Rome, Ind. Acad.

Bernalillo, N. M. Nor.

East Las Vegas, N. M. Span.

44

REGISTER FOR \ 899- \ 900— Continued

Fleck, Augusta, Flint, James, Fish, Beulah, Fairbank, Ivy J., Fenton, Carrie E., Gibbons, Roy, Gibbons, Ella, Gatchel, Olive, Gilchrist, Sophia, Givens, Ohas. W., Garlick, M. E., Gallegos, Antonio, Givens, W. B., Gearhart, Clara, Houston, Tillie, Hartley, Sarah, Henriquez, Manuel, Hoskins, Harry, Hill, John, Holzman, Minnie, Himes, Jessie M., Hamblin, Irene, Hoskins, Florence, Hays, Cecil, Hedgcoek, Charley, Ingram, Clarence, Judell, Louis, Johnson, Lnlie, Kirk, Volney, King, Rebecca, King, Rufus, King, Sylvia, Kellogg, John, Kelley, Dan, Lowe, James, La Rue, Jeannettes Lucero, Leonardo, Lucero, Juan, Long, Teresa, Long, Ralph, Levy, Jacob, McBride, Margretta, McBride, R. S. McWenie, E. J., McNair, Esther, Mares, Camito, Moore, Camila, Murdock, Emma, Maes, Juan de Dios, Mayers, Maggie M. Miller, Wm. A. Mize, Sarah, L., McNallon, Nellie,

East Las Vegas, N. M. Com.

Des Moines, Iowa. Prep.

Chicago, 111. Prep.

Needles, Calif. Com.

Bernalillo, N. M. Nor.

East Las Vegas, N. M. Man. Tr.

East Las Vegas, N. M. Nor.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Nor.

La Cuesta, N. M. Prep.

Las Vegas, N. M. P. G.

Laguna, N. M. Acad.

East Las Vegas, N. M. Nor.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Man. Tr.

Rocky Ford, Colo. Man. Tr.

East Las Vegas, N. M. Nor.

East Las Vegas, N. M. P. G.

East Las Vegas, N. M. Art.

East Las Vegas, N. M. Prep.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Acad.

Watrous, N. M.. Nor.

East Las Vegas, N. M. Man. Tr.

Ft. Sumner, N. M. Prep.

Ft. Sumner, N. M. Nor.

East Las Vegas, N. M Prep.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Man. Tr.

East Las Vegas, N. M. Nor.

La Cuesta, N. M. Prep.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Art.

East Las Vegas, N. M. Acad.

Espafiola, N. M. Nor.

Espafiola, N. M. Acad.

East Las Vegas, N. M. Acad.

Watrous, N. M. Com.

East Las Vegas, N. M. Com.

Chaperito, N. M. Prep.

Minneapolis, Minn. Nor.

East Las Vegas, N. M. Span.

Maxwell, City, N. M. Nor.

Kellogg, Minn. Nor.

45

REGISTER FOR J 8994 900 -Continued

Mair, Isabella, Mair, Florence Monsimer, Henry, Mercer, E. C, Olney, Fred B., Olney, Maria, Ortega, Daniel, Perry, Ira W., Papen, Nicholas, Pettijohn, Cora, Padilla, Adolfo, Pollard, Henry, Papen, Annie, Perlstein, Herman, Padilla, Leopoldo, Preston, Nellie, Rogers, Chas., Reed, Louisa, Rosenwald, Gilbert, Raynolds, Ruth, Radcliffe, Dora, B., Reed, Mrs. B. A., Raynolds, May, Rothgeb, Perle, Rodes, Edna, Romero, Miguel A., Rudulph, John, Robinson, Jessie L., Rishel, Warren H., Rishel, Elizabeth K., Rothgeb, Blanche E., Raywood, Gordon, Ross, Carol, Ross, Bessie, Solt, Lillian, Schmidt, Carrie, Senecal, Arthur A., Stern, Edward, Springer, Edward, Shupp, Harry, Shupp, Louis, Shupp, Katie, Sporleder, Louise, Sporleder, Tillie,^ Shaw, Hemy, Stern, Nellie, Springer, Eva, Springer, Ada, Senecal, Peter, Stoneroad, Elba D., Shout, Anna M., Schlott, Chas., Stoner, Blanche E.,

Las Vegas, N. M. Acad.

East Liverpool, Ohio. Nor.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Lit.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Com.

Espanola, N. M." Art.

East Las Vegas, N. M. Acad.

East Las vegas, N. M. Com.

East Las Vegas, N. M. Prep.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Nor.

Las Vegas, N. M. Man. Tr.

East Las Vegas, N. M. Span.

East Las Vegas, N. M. Art.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Nor.

Las Vegas, N. M. Com.

Las Vegas, N. M. Prep.

Wellington, Kans. Nor.

Velarde, N. M. Nor.

East Las Vegas, N. M. Art.

East Las Vegas, N. M. Prep.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Prep.

East Las Vegas, N. M. Nor.

East Las Vegas, N. M. Acad.

Las Vegas, N. M. Com.

East Las Vegas, N. M. Acad.

Las Vegas, N. M. Man. Tr.

Las Vegas, N. M. Acad.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Prep.

East Las Vegas, N. M. Nor.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Prep.

East Las Vegas, N. M. P. G.

East Las Vegas, N. M. Lit.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Acad.

46

REGISTER FOR J 899- J 900- Continued

Smith, Alice, Smith, Chas., Thomas, Vashti, Tipton, Arthur, Tuttle, Carrie C, Tuttle, Eldon, Tamme, Eunice, Tipton, Tom, Tipton, Leo. Turner, John, Tamme, Lawrence, Tafoya, Maximiliano, Vaur, Leon R., Wright, Mabel, Whitmore, Irene, Winters, Marion, Wean, Homer, Williams, Frank, Williams, Maurice, Williams, Maurine, Walker, L. M., Wood, J. A. Waite, Florence E., Ward, T. J. Walker, Edgar, W. Walker, Irene M., Young, Mary,

East Las Vegas, N. M. Art

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Nor.

East Las Vegas, N. M. Acad.

Painesville, Ohio. Nor.

Painsville, Ohio. Acad.

East Las Vegas, N. M. Acad.

East Las Vegas, N. M. Man. Tr.

East Las Vegas, ... M. Acad.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Acad.

Upper Las Vegas, N. M. Prep.

Sapello, N. M. Com.

Twin Lakes, Colo. Nor.

East Las Vegas, N. M. Nor.

East Las Vegas, N. M. Man. Tr.

East Las Vegas, a. M. Com.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Span.

Santa Fe, N. M., P. G.

Chicago, 111. Com.

East Las Vegas, N. M. Com.

East Las Vegas, N. M. Span.

East Las Vegas, N. M. Acad.

KINDERGARTEN

Arnot, William Adams, Theodore Allen, Lenore Browne, Donald Brusha, Lila Coors, Alice Crockett, Dan Colman, Edith Daily, Ernest Daniels, Josephine Edwards, Ruth Floyd, Lucy Gise, Robert Goke, Carolina Goke, Cristopher Helfrich, Nellie Helfrich, Francis Hofmeister, Irene Hofmeister, Carl Hoskins, Leonard

Hedgcock, Jennie Igoe, Stanley Jordan, Nelson Jobe, Ernest Jobe, Herbert Mernin, Norman Myers, Francis Nabb, Helen Nahm, Helen Nahm, Ruth Pollard, Esther Rosenthal, Arline Ross, Gilbert Stewart, Virginia Sulier, Carnot Stern, Regina Vollmer, Wilhelmina Vollmer, Sylvia Wheelock, Katherine

47

SUMMARY

Normal University 203

Kindergarten 39

Total 242

ABBREVIATIONS

Nor., Normal Oom., Commercial

Acad., Academic Man. Tr., Manual Training

P. G., Post Graduate Prep., Preparatory

Span., Spanish. Lit., Literature

48